Child sexual abuse ‒ issues and prevention

Abstract

Child sexual abuse is considered a social problem because of its high prevalence and its negative long-term consequences on child development and functioning (Séguin-Lemire et al., 2017). It is difficult to estimate the scale of this phenomenon due to the failure of victims to report situations of abuse. The severity of sexual abuse is determined by many factors, including technological advances that facilitate access to developmentally inappropriate content, lack of parental attention, environmental support or sex education (Handayani, Rasmita, 2020). Children who experience abuse may struggle with post-traumatic stress disorder (Berliner, 2011), depression (Greger et al., 2015), and anxiety (Doerfler et al., 2009). Failure to therapeutically work through traumatic experiences of abuse can lead to emotional, or personality disorders in adulthood (Kiemblowski, 2002; Salter, 2003). Children living around the world are unable to understand sexual abuse, being let alone give informed consent to it. The role of early prevention measures to protect the youngest from sexual abuse is increasingly emphasised (Wurtele, 2009; Zeuthen & Hagelskjaer, 2013). Review studies indicate the importance of prevention in increasing children’s self-defence knowledge and skills (Topping, Barron, 2009; Walsh et al., 2015). Numerous studies conducted so far indicate the significant role of the close environment in conducting effective prevention of sexual harassment of the youngest (Farmer et al, 2011; Pieper, DeHann, 2017; Reppucci et al, 1994). The aim of this article is to present the issue of child sexual abuse and show the importance of selected preventive actions taken by the family and non-family environment (Wortley, Smallbone, 2006). Involvement of the close environment, according to the assumptions of Bronfenbrenner’s model (1977), may contribute to effective protection of the youngest on many interacting levels. According to Bandura’s (2002) theory, children learn by observing and imitating the behaviour of real life characters. It is therefore important to answer the question: how can children’s close environments work together to effectively protect them from sexual abuse?